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早期阅读和语音加工训练对听障儿童阅读能力的影响
The Effect of Early Reading and Phonological Processing Training on Reading Ability of Hearing-Impaired Children
- 中国听力语言康复科学杂志 2024年22卷第1期 页码：82-86
- 作者机构：
1.秦皇岛市工人医院耳鼻咽喉科 秦皇岛 066200
2.秦皇岛市海港医院耳鼻咽喉科 秦皇岛 066000
- 作者简介：
杨欢，E-mail：yxyan85@163.com
- 基金信息：
DOI：10.3969/j.issn.1672-4933.2024.01.022
中图分类号： R767.92;R494纸质出版日期：2024-01-15，
收稿日期：2023-12-06，
- 稿件说明：
移动端阅览
杨欢,齐国荣,顾彦博等.早期阅读和语音加工训练对听障儿童阅读能力的影响[J].中国听力语言康复科学杂志,2024,22(01):82-86.
YANG Huan,QI Guo-rong,GU Yan-bo,et al.The Effect of Early Reading and Phonological Processing Training on Reading Ability of Hearing-Impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(01):82-86.
杨欢,齐国荣,顾彦博等.早期阅读和语音加工训练对听障儿童阅读能力的影响[J].中国听力语言康复科学杂志,2024,22(01):82-86. DOI： 10.3969/j.issn.1672-4933.2024.01.022.
YANG Huan,QI Guo-rong,GU Yan-bo,et al.The Effect of Early Reading and Phonological Processing Training on Reading Ability of Hearing-Impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(01):82-86. DOI： 10.3969/j.issn.1672-4933.2024.01.022.
摘要
目的
2
探究早期阅读和语音加工训练对听障儿童阅读能力的影响。
方法
2
2021年1月～2022年6月在某校随机选择听障儿童157例，采用随机数表法分为A（52例）、B（54例）、C（51例）3组。其中A组采用早期阅读干预、B组采用语音加工训练，C组采用早期阅读、语音加工训练联合干预。持续干预6个月后，对比各组儿童的阅读能力。
结果
2
干预6个月后，3组儿童的皮博迪图片词汇测验（Peabody picture vocabulary test，PPVT）得分、图片再认/排序得分均升高，且C组显著高于A、B组（
P
＜0.05）。儿童阅读相关技能得分对比显示，干预6个月后，3组儿童字母/数字快速命名得分均降低，拼音拼读、汉字读认标准性得分均升高，C组字母/数字快速命名得分显著低于A、B组（
P
<
0.05），拼音拼读、汉字读认标准性得分均显著高于A、B组（
P
＜0.05）。干预6个月后，3组听觉行为分级（CAP）、言语可懂度分级（SIR）对比，C组显著高于A、B组（
P
＜0.05）。
结论
2
早期阅读和语音加工训练能在一定程度上改善听障儿童的阅读能力，两种方式联合使用效果更好。
Abstract
Objective
2
To explore the effect of early reading and phonological processing training on the reading ability of hearing-impaired children.
Methods
2
From January 2021 to June 2022
157 children with hearing impairment were randomly selected from a school and divided into group A (52 cases)
group B (54 cases) and group C (51 cases) by the random number table method. Group A received early reading intervention
group B received phonological processing training
and group C received early reading and phonological processing training combined intervention. After 6 months of continuous intervention
the reading ability of the children in each group was compared.
Results
2
After 6 months of intervention
the Peabody Picture Vocabulary Test (PPVT) scores and picture recognition/ranking scores of the three groups increased
and group C was significantly higher than group A and group B (
P
<
0.05). The comparison of children's scores on reading related skills showed that after 6 months of intervention
the quick naming scores of letters/numbers in all 3 groups decreased. The scores of alphabetic phonics and Chinese character reading standards increased
the scores of quick naming of letters/numbers in group C were significantly lower than those in group A and group B
and the scores of phonetic phonics and Chinese character reading standards were significantly higher than those in group A and group B (
P<0.05
). 6 months after the intervention
the three groups were compared in Categories of Auditory Performance (CAP) and Speech Intelligibility Rating (SIR)
and group C was significantly higher than group A and group B (
P
<
0.05).
Conclusions
2
Early reading and phonological processing training can improve hearing-impaired children's reading ability to some extent
and the combination of the two methods is better.
关键词
听障儿童阅读能力早期阅读语音加工训练
Keywords
Hearing-impaired childrenReading abilityEarly readingPhonological processing training
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